Sharenting perceptions and practices among preschool educators in Türkiye

The practice of sharenting, i.e., sharing children’s photos and personal information on social media, has raised growing concerns about children’s digital privacy and rights, particularly in the context of early childhood education, where children are unable to provide informed consent. This study explores preschool educators’ perceptions and practices related to sharenting in Türkiye. Interviews were conducted with 11 educators from three schools, including nine preschool teachers and two administrators working in early childhood education. A qualitative analysis identified patterns in educators’ experiences and perspectives regarding sharenting practices. Participants explained that sharenting can strengthen school–family communication, increase parental engagement, and enhance institutional visibility. However, they also expressed concerns about children’s privacy, digital identity, and psychological well-being in online environments. Participants reported limited knowledge of legal regulations and institutional guidelines related to social media use in educational settings. These findings emphasize the need for clearer institutional policies, professional training, and increased digital ethics awareness to support responsible online practices in early childhood education and to ensure stronger protection of children’s digital rights and privacy in the digital age.